1. Year 5 Block A

2. 5A2 I can solve number problems and practical problems that involve number, place value and rounding. I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero. I can count forwards or backwards in steps of powers of 10 from any given number up to 1,000,000. I can compare and order number to at least 1,000,000. I can recognise and describe linear number sequences, including those involving fractions and decimals, and find the term to term rule. I can add and subtract small multiples of 100 and a 1000 with a 4 digit number mentally (e.g. 1485-300). I can read and write numbers to at least 1,000,000 and determine the value of each digit. I can round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000.

3. 5A2 I can solve number problems and practical problems that involve number, place value and rounding. I can count forwards or backwards in steps of powers of 10 from any given number up to 1,000,000. I can compare and order number to at least 1,000,000. I can read Roman Numerals to 200. I can add and subtract small multiples of 100 and a 1000 with a 4 digit number mentally (e.g. 1485-300). I can read and write numbers to at least 1,000,000 and determine the value of each digit. I know how to find multiples and factors of a number. I can round any number up to 1,000,000 to the nearest 10, 100 or 1000.

4. 5A3 I can solve number problems and practical problems that involve number, place value and rounding. I can count forwards or backwards in steps of powers of 10 from any given number up to 1,000,000. I can compare and order number to at least 1,000,000. I can read Roman Numerals to 1000 (M). I can recognise years written in Roman Numerals. I can add and subtract small multiples of 100 and a 1000 with a 4 digit number mentally (e.g. 1485-300). I can read and write numbers to at least 1,000,000 and determine the value of each digit. I know how to find factor pairs of a number and common factors of two numbers. I can round any number up to 1,000,000 to the nearest 10, 100 or 1000.

5. Year 5 Block B

6. 5B1 I can solve number problems and practical problems that involve number, place value and rounding. I know that angles are measured in degrees. I can estimate and compare acute, obtuse and reflex angles. I can draw lines accurately to the nearest millimetre and use conventional markings for parallel line and right angles. I can identify 3D shapes, including cubes and other cuboids, from 2D representations. I can use the properties of rectangles to deduce related facts and find missing lengths and angles. I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language and know that the shape has not changed.

7. 5B1 I can solve number problems and practical problems that involve number, place value and rounding. I know that angles are measured in degrees. I can use the term diagonal and make conjectures about the angles form by diagonals and sides, and other properties of quadrilaterals. I can estimate and compare acute, obtuse and reflex angles. I can identify: -Angles at a point and one whole turn. (Total 360°) -Angles at a point on a straight line and ½ a turn (total 180°) -Other multiples of 90° I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language and know that the shape has not changed. I can draw lines accurately to the nearest millimetre and use conventional markings for parallel line and right angles. I can draw given angles, measure them in degrees. I can identify 3D shapes, including cubes and other cuboids, from 2D representations. I can use the properties of rectangles to deduce related facts and find missing lengths and angles. Use angle sum facts and other properties to make deductions about missing angles.

8. 5B1 I can solve number problems and practical problems that involve number, place value and rounding. I know that angles are measured in degrees. I can use the term diagonal and make conjectures about the angles form by diagonals and sides, and other properties of quadrilaterals. I can estimate and compare acute, obtuse and reflex angles. I can identify: -Angles at a point and one whole turn. (Total 360°) -Angles at a point on a straight line and ½ a turn (total 180°) -Other multiples of 90° I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language and know that the shape has not changed. I can draw lines accurately to the nearest millimetre and use conventional markings for parallel line and right angles. I can draw given angles, measure them in degrees. I can identify 3D shapes, including cubes and other cuboids, from 2D representations. I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles. I can use the properties of rectangles to deduce related facts and find missing lengths and angles. Use angle sum facts and other properties to make deductions about missing angles.

9. Year 5 Block C

10. 5C1 I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign. I can multiply up to 4 digits by a one or two digit number using a formal written method, including long multiplication for two-digit numbers. I can multiply and divide numbers mentally drawing upon known facts. I can multiply and divide whole numbers and those involving decimals by 10, 100 or 1000. I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. I can add and subtract numbers mentally with increasingly large numbers. I can add and subtract whole numbers with more than 4 digits including using formal written methods (columnar addition and subtraction). I can use multiplication and division as inverses. I can identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers. I know and use the vocabulary of prime numbers and composite (non- prime) numbers. I know whether a number up to 100 is prime and recall prime numbers up to 19.

11. 5C2 I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign. I can multiply up to 4 digits by a one or two digit number using a formal written method, including long multiplication for two-digit numbers. I can multiply and divide numbers mentally drawing upon known facts. I can multiply and divide whole numbers and those involving decimals by 10, 100 or 1000. I can divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders. I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. I can add and subtract numbers mentally with increasingly large numbers. I can add and subtract whole numbers with more than 4 digits including using formal written methods (columnar addition and subtraction). I can use multiplication and division as inverses. I can identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers. I can recognise and use square numbers and cube numbers, and the notation for squared and cubed.

12. 5C3 I can solve problems involving multiplication and division where larger numbers are used by decomposing them into their factors. I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign. I can solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. I can multiply up to 4 digits by a one or two digit number using a formal written method, including long multiplication for two-digit numbers. I can multiply and divide numbers mentally drawing upon known facts. I can multiply and divide whole numbers and those involving decimals by 10, 100 or 1000. I can divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders. I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. I can add and subtract numbers mentally with increasingly large numbers. I can add and subtract whole numbers with more than 4 digits including using formal written methods (columnar addition and subtraction). I can use multiplication and division as inverses. I can identify multiples and factors, including finding all factor pairs of a number and common factors of two numbers. I can recognise and use square numbers and cube numbers, and the notation for squared and cubed.

13. Year 5 Block D

14. 5D1 I can solve problems and puzzles involving number up to three decimal places. I can solve problems which require knowing percentages and decimal equivalents of ½ ¼ 1/5, 2/5 and 4/5. I can count forwards and backwards in fractions and decimals bridging zero. I know that percentages, decimals and fractions are different ways of expressing proportions. I can recognise the per cent symbol and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator hundred, and as a decimal fraction. I can read and write decimal numbers as fractions. I can mentally add and subtract: -Tenths -One-digit whole numbers and tenths -Complements of 1 I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. I can compare and order fractions whose denominators are all multiples of the same number.

15. 5D2 I can solve problems and puzzles involving number up to three decimal places, checking the reasonableness of answers. I can solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25. I can recognise mixed numbers and improper fractions and convert from one form to the other. I can add and subtract fractions with the same denominator and multiples of the same number. I can connect multiplication by a fraction to using fractions as operators. I can add and subtract decimals with a different number of decimal places. I can connect fractions >1 to division with remainders I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. I know that percentages, decimals and fractions are different ways of expressing proportions. I can recognise the per cent symbol and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator hundred, and as a decimal fraction. I can read and write decimal numbers as fractions. I can count forwards and backwards in fractions and decimals bridging zero. I can find fractions of quantities. I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. I can compare and order fractions whose denominators are all multiples of the same number. I can round decimals with two decimal places to the nearest while number to the nearest whole number and to one decimal place. Read, write, order and compare numbers with up to three decimal places.

16. 5D3 I can solve problems and puzzles involving number up to three decimal places, checking the reasonableness of answers. I can solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25. I can recognise mixed numbers and improper fractions and convert from one form to the other. I can add and subtract fractions with the same denominator and multiples of the same number. I can connect multiplication by a fraction to using fractions as operators. I can multiply proper fractions by whole numbers, supported by materials and diagrams. I can add and subtract decimals with a different number of decimal places. I can connect fractions >1 to division with remainders I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. I know that percentages, decimals and fractions are different ways of expressing proportions. I can recognise the per cent symbol and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator hundred, and as a decimal fraction. I can read and write decimal numbers as fractions. I can count forwards and backwards in fractions and decimals bridging zero. I can find fractions of quantities. I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. I can compare and order fractions whose denominators are all multiples of the same number. I can round decimals with two decimal places to the nearest while number to the nearest whole number and to one decimal place. Read, write, order and compare numbers with up to three decimal places.

17. Year 5 Block E

18. 5E1 I can use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling. I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. (e.g. find the perimeter of an L shape where one or two side lengths are not given) I can complete, read and interpret information in tables, including timetables. I can add and subtract numbers mentally with increasingly large numbers. I can convert between different units of measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre. I can calculate the area of squares and rectangles including using standard units, square centimetres and square metres and estimate the area of irregular shapes.

19. 5E2 I can use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling. I can solve comparison, sum and difference problems using information presented in a line graph. I can solve problems involving converting between units of time e.g. write these lengths of time in order, starting with the smallest. I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. (e.g. find the perimeter of an L shape where one or two side lengths are not given). I can calculate the area of squares and rectangles including using standard units, square centimetres and square metres and estimate the area of irregular shapes. I can complete, read and interpret information in tables, including timetables. I can add and subtract numbers mentally with increasingly large numbers. I can convert between different units of measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre. I can connect work on coordinates and scales to their interpretation of time graphs. I can estimate volume e.g. using 1cm³ blocks to build cubes and cuboids and capacity.

20. 5E2 I can use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling. I can solve comparison, sum and difference problems using information presented in a line graph. I can solve problems involving converting between units of time e.g. write these lengths of time in order, starting with the smallest. I can measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. (e.g. find the perimeter of an L shape where one or two side lengths are not given). I can calculate and compare the area of squares and rectangles including using standard units, square centimetres and square metres and estimate the area of irregular shapes. I can complete, read and interpret information in tables, including timetables. I can decide which representations of data are most appropriate and why. I can add and subtract numbers mentally with increasingly large numbers. I can convert between different units of measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre. I can understand and use equivalences between metric and common imperial units such as inches, pounds and pints. I can connect work on coordinates and scales to their interpretation of time graphs. I can calculate the are of scale drawings using given measurements. I can estimate volume e.g. using 1cm³ blocks to build cubes and cuboids and capacity.